1. Day in the Life ofa … (Choose a Persona)
Describe the person based on one of the personas and how they go about the day based on the elements of the persona you have chosen in the
Persona.doc. describe how they would act, react, feel, think & interact using the template below. Use photos from Make a Living or take your own photos
that represent what you’ve written.
Invisible Citizens
They are principally between the ages of 24-30 and their education can be anything from no qualifications to a degree. They often live alone or with their parents /
relatives, have had less than a year’s work experience and never had a stable job. They often live in inner city neighbourhoods.They are mostly out of work.
They are often overwhelmed by their situation and feel excluded from society, some blaming themselves and others, and some even giving up work. They look to
others close to them for reassurance. Indeed, they do feel that other young people somewhat experience and understand their situation,but are disillusioned by the
lack of understanding of society about their situation
They have time to engage in other areas but they are frustrated by the lack of opportunities provided, particularly by the formal services such as jobcentres and
housing that they rely on, as they don’t have a strong enough network to find employment opportunities or build their skills and confidence. As a result, they internalise
their situation and feel insecure.
Their work situation makes them feel somewhat excluded from their neighbourhood and city, as it becomes too expensive for them.
Zombie Generation
They are principally between the ages of 21-27 and their education is between high school qualification and a post doctorate. They will have at least two jobs, often
temporary and part time. They will mainly live with friends, have 1-3 years work experience and have never had a stable job. They often live in the inner city.Their
expectations are centred on getting greater security – whether that’s a stable job or a house they can call their own.
Many feel scared about what to do to change their situation, but some try and ignore it altogether as a way of coping. They don’t feel their situation is experienced or
even understood by many of their peers. They do rely on morale support, but as they are so overworked, they have no time to build relationships with others, and often
their relationships suffer as a result and their anxiety can spread to their closed ones.
They also have no energy to engage in other areas of their life, such that they can be perceived as being apathetic. Indeed, if they’ve saved up enough money, they’ll
try and move out of their neighbourhood to a better place. They don’t feel politicians understand their situation and are indifferent to what goes on around them, as
politics only focus on short term issues and not the systemic issues that they face.
Militant Optimists
2. They are principally between the ages of 24-30 and their education can be anything from high school to a masters. They live with their partner (some married) or on
their own. They often live close to the city centre.They are often in full time work, have been working for 1-3 years and have got a stable job, some even a house. They
try and achieve the expectations they were brought up to believe – such as getting a stable career, house, relationship and children. They do see the threat of precarity
getting closer and try to save money to secure stability and hopefully avoid it happening to them.
They think positively about their work situation and are inspired by how others are successfully making a living. They also think that most people are in the same
situation as them. They mainly rely on advice from their network to help them progress in their career, as they do feel pressure to succeed.
Their satisfaction with their work situation spills over into other areas – enjoying what their neighbourhood, city and public services have to offer. They don’t feel
politicians do enough however. They are aware of social issues and although they know that Europe is blamed for many things, they acknowledge that it does provide
support for young people, which is why they feel it needs to unite around a common vision.
Lifestyle Hackers
They are principally between the ages of 27-33 and their education is between a degree and a post doctorate. They will be either out of work or underworked, but with
some having started their own business or project. They will mainly live with friends with have over 5 years work experience. They often live on the outskirts of the city,
where it borders with the countryside.They will have changed their expectations about what’s important to them in life, focusing instead on building relationships and
applying their skills to make a living.
They’ve gone through different stages of coping, from initially reflecting on their situation to looking for ways to improve as a way to stay resilient and even to become
independent of pressures that traditional work lifestyles impose. They think that most young people are in the same situation as them, and would like to help them
understand how they can be more in control of their destiny and apply their skills to make a living. They see their own assets as the best form of support. Although
many of these are unemployed or underworked, they make use of their networks to share assets and skills, often not bothering with formal support. They do feel that
other generations don’t understand their situation.
They try to push for positively changing as much as possible around them through building projects with and through their networks. Although they feel that the current
way of doing politics is no longer relevant to them, in particular because it protects vested interests, their work situation has politicised them, to the extent that they
encourage others around them to be aware of issues and do something about them.
3. Actions
What does she need to do?
What does she do and who
does she interact with?
Why does she do this?
How does she feel about
this?
Morning
4. Actions
What does she need to do?
What does she do and who
does she interact with?
Why does she do this?
How does she feel about
this?
Afternoon
5. Actions
What does she need to do?
What does she do and who
does she interact with?
Why does she do this?
How does she feel about
this?
Evening
